Reading Standards



Reading Standards for Grades 6-12

Charts of Common Core State Standards

Formatted by the Polk Bros. Foundation Center for Urban Education

Source: Common Core State Standards,

The charts clarify the nonfiction and literary reading priorities in a format that demonstrate the importance of both and the essentials for each.

Key terms have been boldfaced to facilitate planning.

College and Career Readiness Anchor Standards for Reading

|KEY IDEAS AND DETAILS |

|1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing|

|or speaking to support conclusions drawn from the text. |

|2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. |

|3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |

|CRAFT AND STRUCTURE |

|4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze |

|how specific word choices shape meaning or tone. |

|5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger parts of the text (e.g., a section, chapter, |

|scene, or stanza) relate to each other and the whole. |

|6. Assess how point of view or purpose shapes the content and style of a text. |

|INTEGRATION OF KNOWLEDGE AND IDEAS |

|7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. |

|8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and |

|sufficiency of the evidence. |

|9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. |

|RANGE AND LEVEL OF TEXT COMPLEXITY |

|10. Read and comprehend complex literary and informational texts independently and proficiently. |

The Common Core identifies grade-level standards that represent these “anchor” standards at each level K-12.

Core Reading Standards for Sixth Grade

|READING LITERATURE |READING NONFICTION |

|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |

|1. Cite textual evidence to support analysis of what the text says |1. Cite textual evidence to support analysis of what the text says explicitly|

|explicitly as well as inferences drawn from the text. |as well as inferences drawn from the text. |

|2. Determine a theme or central idea of a text and how it is conveyed |2. Determine a central idea of a text and how it is conveyed through |

|through particular details; provide a summary of the text distinct from |particular details; provide a summary of the text distinct from personal |

|personal opinions or judgments. |opinions or judgments. |

|3. Describe how a particular story’s or drama’s plot unfolds in a series |3. Analyze in detail how a key individual, event, or idea is introduced, |

|of episodes as well as how the characters respond or change as the plot |illustrated, and elaborated in a text (e.g., through examples or anecdotes). |

|moves toward a resolution. | |

|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |

|4. Determine the meaning of words and phrases as they are used in a text, |4. Determine the meaning of words and phrases as they are used in a text, |

|including figurative and connotative meanings; analyze the impact of a |including figurative, connotative, and technical meanings. |

|specific word choice on meaning and tone. | |

|5. Analyze how a particular sentence, chapter, scene, or stanza fits into |5. Analyze how a particular sentence, paragraph, chapter, or section fits |

|the overall structure of a text and contributes to the development of the |into the overall structure of a text and contributes to the development of |

|theme, setting, or plot. |the ideas. |

|6. Explain how an author develops the point of view of the narrator or |6. Determine an author’s point of view or purpose in a text and explain how |

|speaker in a text. |it is conveyed in the text. |

|INTEGRATION OF KNOWLEDGE AND IDEAS |INTEGRATION OF KNOWLEDGE AND IDEAS |

|7. Compare and contrast the experience of reading a story, drama, or poem |7. Integrate information presented in different media or formats (e.g., |

|to listening to or viewing an audio, video, or live version of the text, |visually, quantitatively) as well as in words to develop a coherent |

|including contrasting what they “see” and “hear” when reading the text to |understanding of a topic or issue. |

|what they perceive when they listen or watch. | |

|8. (Not applicable to literature) |8. Trace and evaluate the argument and specific claims in a text, |

| |distinguishing claims that are supported by reasons and evidence from claims |

| |that are not. |

|9. Compare and contrast texts in different forms or genres (e.g., stories |9. Compare and contrast one author’s presentation of events with that of |

|and poems; historical novels and fantasy stories) in terms of their |another (e.g., a memoir written by and a biography on the same person). |

|approaches to similar themes and topics. | |

|RANGE AND LEVEL OF TEXT COMPLEXITY |RANGE AND LEVEL OF TEXT COMPLEXITY |

|10. By the end of the year, read and comprehend literature, including |10. By the end of the year, read and comprehend literary nonfiction in the |

|stories, dramas, and poems, in the grades 6–8 text complexity band |grades 6-8 text complexity band proficiently, with scaffolding as needed at |

|proficiently, with scaffolding as needed at the high end of the range. |the high end of the range. |

Core Reading Standards for Seventh Grade

|READING LITERATURE |READING NONFICTION |

|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |

|1. Cite several pieces of textual evidence to support analysis of what |1. Cite several pieces of textual evidence to support analysis of what the |

|the text says explicitly as well as inferences drawn from the text. |text says explicitly as well as inferences drawn from the text. |

|2. Determine a theme or central idea of a text and analyze its |2. Determine two or more central ideas in a text and analyze their |

|development over the course of the text; provide an objective summary of |development over the course of the text; provide an objective summary of |

|the text. |the text. |

|3. Analyze how particular elements of a story or drama interact (e.g., |3. Analyze the interactions between individuals, events, and ideas in a |

|how setting shapes the characters or plot). |text (e.g., how ideas influence individuals or events, or how individuals |

| |influence ideas or events). |

|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |

|4. Determine the meaning of words and phrases as they are used in a text,|4. Determine the meaning of words and phrases as they are used in a text, |

|including figurative and connotative meanings; analyze the impact of |including figurative, connotative, and technical meanings; analyze the |

|rhymes and other repetitions of sounds (e.g., alliteration) on a specific|impact of a specific word choice on meaning and tone. |

|verse or stanza of a poem or section of a story or drama. | |

|5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, |5. Analyze the structure an author uses to organize a text, including how |

|sonnet) contributes to its meaning. |the major sections contribute to the whole and to the development of the |

| |ideas. |

|6. Analyze how an author develops and contrasts the points of view of |6. Determine an author’s point of view or purpose in a text and analyze how|

|different characters or narrators in a text. |the author distinguishes his or her position from that of others. |

|INTEGRATION OF KNOWLEDGE AND IDEAS |INTEGRATION OF KNOWLEDGE AND IDEAS |

|7. Compare and contrast a written story, drama, or poem to its audio, |7. Compare and contrast a text to an audio, video, or multimedia version of|

|filmed, staged, or multimedia version, analyzing the effects of |the text, analyzing each medium’s portrayal of the subject (e.g., how the |

|techniques unique to each medium (e.g., lighting, sound, color, or camera|delivery of a speech affects the impact of the words). |

|focus and angles in a film). | |

|8. (Not applicable to literature) |8. Trace and evaluate the argument and specific claims in a text, assessing|

| |whether the reasoning is sound and the evidence is relevant and sufficient |

| |to support the claims. |

|9. Compare and contrast a fictional portrayal of a time, place, or |9. Analyze how two or more authors writing about the same topic shape their|

|character and a historical account of the same period as a means of |presentations of key information by emphasizing different evidence or |

|understanding how authors of fiction use or alter history. |advancing different interpretations of facts. |

|RANGE AND LEVEL OF TEXT COMPLEXITY |RANGE AND LEVEL OF TEXT COMPLEXITY |

|10. By the end of the year, read and comprehend literature, including |10. By the end of the year, read and comprehend literary nonfiction in the |

|stories, dramas, and poems, in the grades 6–8 text complexity band |grades 6–8 text complexity band proficiently, with scaffolding as needed at|

|proficiently, with scaffolding as needed at the high end of the range. |the high end of the range. |

Core Reading Standards for Eighth Grade

|READING LITERATURE |READING NONFICTION |

|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |

|1. Cite the textual evidence that most strongly supports an analysis of |1. Cite the textual evidence that most strongly supports an analysis of what |

|what the text says explicitly as well as inferences drawn from text. |the text says explicitly as well as inferences drawn from the text. |

|2. Determine a theme or central idea of a text and analyze its |2. Determine a central idea of a text and analyze its development over the |

|development over the course of the text, including its relationship to |course of the text, including its relationship to supporting ideas; provide |

|the characters, setting, and plot; provide an objective summary of the |an objective summary of the text. |

|text. | |

|3. Analyze how particular lines of dialogue or incidents in a story or |3. Analyze how a text makes connections among and distinctions between |

|drama propel the action, reveal aspects of a character, or provoke a |individuals, ideas, or events (e.g., through comparisons, analogies, or |

|decision. |categories). |

|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |

|4. Determine the meaning of words and phrases as they are used in a text,|4. Determine the meaning of words and phrases as they are used in a text, |

|including figurative and connotative meanings; analyze the impact of |including figurative, connotative, and technical meanings; analyze the impact|

|specific word choices on meaning and tone, including analogies or |of specific word choices on meaning and tone, including analogies or |

|allusions to other texts. |allusions to other texts. |

|5. Compare and contrast the structure of two or more texts and analyze |5. Analyze in detail the structure of a specific paragraph in a text, |

|how the differing structure of each text contributes to its meaning and |including the role of particular sentences in developing and refining a key |

|style. |concept. |

|6. Analyze how differences in the points of view of the characters and |6. Determine an author’s point of view or purpose in a text and analyze how |

|the audience or reader (e.g., created through the use of dramatic irony) |the author acknowledges and responds to conflicting evidence or viewpoints. |

|create such effects as suspense or humor. | |

|INTEGRATION OF KNOWLEDGE AND IDEAS |INTEGRATION OF KNOWLEDGE AND IDEAS |

|7. Analyze the extent to which a filmed or live production of a story or |7. Evaluate the advantages and disadvantages of using different mediums |

|drama stays faithful to or departs from the text or script, evaluating |(e.g., print or digital text, video, multimedia) to present a particular |

|the choices made by the director or actors. |topic or idea. |

|8. (Not applicable to literature) |8. Delineate and evaluate the argument and specific claims in a text, |

| |assessing whether the reasoning is sound and the evidence is relevant and |

| |sufficient; recognize when irrelevant evidence is introduced. |

|9. Analyze how a modern work of fiction draws on themes, patterns of |9. Analyze a case in which two or more texts provide conflicting information |

|events, or character types from myths, traditional stories, or religious |on the same topic and identify where the texts disagree on matters of fact or|

|works such as the Bible, including describing how the material is |interpretation. |

|rendered new. | |

|RANGE AND LEVEL OF TEXT COMPLEXITY |RANGE AND LEVEL OF TEXT COMPLEXITY |

|10. By the end of the year, read and comprehend literature, including |10. By the end of the year, read and comprehend literary nonfiction at the |

|stories, dramas, and poems, at the high end of grades 6–8 text complexity|high end of the grades 6–8 text complexity band independently and |

|band independently and proficiently. |proficiently. |

Core Reading Standards for Ninth and Tenth Grades

|READING LITERATURE |READING NONFICTION |

|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |

|1. Cite strong and thorough textual evidence to support analysis of what |1. Cite strong and thorough textual evidence to support analysis of what |

|the text says explicitly as well as inferences drawn from the text. |the text says explicitly as well as inferences drawn from the text. |

|2. Determine a theme or central idea of a text and analyze in detail its |2. Determine a central idea of a text and analyze its development over the|

|development over the course of the text, including how it emerges and is |course of the text, including how it emerges and is shaped and refined by |

|shaped and refined by specific details; provide an objective summary of the|specific details; provide an objective summary of the text. |

|text. | |

|3. Analyze how complex characters (e.g., those with multiple or conflicting|3. Analyze how the author unfolds an analysis or series of ideas or |

|motivations) develop over the course of a text, interact with other |events, including the order in which the points are made, how they are |

|characters, and advance the plot or develop the theme. |introduced and developed, and the connections that are drawn between them.|

|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |

|4. Determine the meaning of words and phrases as they are used in the text,|4. Determine the meaning of words and phrases as they are used in a text, |

|including figurative and connotative meanings; analyze the cumulative |including figurative, connotative, and technical meanings; analyze the |

|impact of specific word choices on meaning and tone (e.g., how the language|cumulative impact of specific word choices on meaning and tone (e.g., how |

|evokes a sense of time and place; how it sets a formal or informal tone). |the language of a court opinion differs from that of a newspaper). |

|5. Analyze how an author’s choices concerning how to structure a text, |5. Analyze in detail how an author’s ideas or claims are developed and |

|order events within it (e.g., parallel plots), and manipulate time (e.g., |refined by particular sentences, paragraphs, or larger portions of a text |

|pacing, flashbacks) create such effects as mystery, tension, or surprise. |(e.g., a section or chapter). |

|6. Analyze a particular point of view or cultural experience reflected in a|6. Determine an author’s point of view or purpose in a text and analyze |

|work of literature from outside the United States, drawing on a wide |how an author uses rhetoric to advance that point of view or purpose. |

|reading of world literature. | |

|INTEGRATION OF KNOWLEDGE |INTEGRATION OF KNOWLEDGE |

|AND IDEAS |AND IDEAS |

|7. Analyze the representation of a subject or a key scene in two different |7. Analyze various accounts of a subject told in different mediums (e.g., |

|artistic mediums, including what is emphasized or absent in each treatment |a person’s life story in both print and multimedia), determining which |

|(e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the |details are emphasized in each account. |

|Fall of Icarus). | |

|8. (Not applicable to literature) |8. Delineate and evaluate the argument and specific claims in a text, |

| |assessing whether the reasoning is valid and the evidence is relevant and |

| |sufficient; identify false statements and fallacious reasoning. |

|9. Analyze how an author draws on and transforms source material in a |9. Analyze seminal U.S. documents of historical and literary significance |

|specific work (e.g., how Shakespeare treats a theme or topic from Ovid or |(e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s |

|the Bible or how a later author draws on a play by Shakespeare). |Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how|

| |they address related themes and concepts. |

|RANGE AND LEVEL OF TEXT COMPLEXITY |RANGE AND LEVEL OF TEXT COMPLEXITY |

|10. By the end of grade 9, read and comprehend literature, including |10. By the end of grade 9, read and comprehend literary nonfiction in the |

|stories, dramas, and poems, in the grades 9–10 text complexity band |grades 9–10 text complexity band proficiently, with scaffolding as needed |

|proficiently, with scaffolding as needed at the high end of the range. |at the high end of the range. |

|By the end of grade 10, read and comprehend literature, including stories, |By the end of grade 10, read and comprehend literary nonfiction at the |

|dramas, and poems, at the high end of the grades 9–10 text complexity band |high end of the grades 9–10 text complexity band independently and |

|independently and proficiently. |proficiently. |

Core Reading Standards for Eleventh and Twelfth Grades

|READING LITERATURE |READING NONFICTION |

|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |

|1. Cite strong and thorough textual evidence to support analysis of what the |1. Cite strong and thorough textual evidence to support analysis of what the|

|text says explicitly as well as inferences drawn from the text, including |text says explicitly as well as inferences drawn from the text, including |

|determining where the text leaves matters uncertain. |determining where the text leaves matters uncertain. |

|2. Determine two or more themes or central ideas of a text and analyze their |2. Determine two or more central ideas of a text and analyze their |

|development over the course of the text, including how they interact and build|development over the course of the text, including how they interact and |

|on one another to produce a complex account; provide an objective summary of |build on one another to provide a complex analysis; provide an objective |

|the text. |summary of the text. |

|3. Analyze the impact of the author’s choices regarding how to develop and |3. Analyze a complex set of ideas or sequence of events and explain how |

|relate elements of a story or drama (e.g., where a story is set, how the |specific individuals, ideas, or events interact and develop over the course |

|action is ordered, how the characters are introduced and developed). |of the text. |

|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |

|4. Determine the meaning of words and phrases as they are used in the text, |4. Determine the meaning of words and phrases as they are used in a text, |

|including figurative and connotative meanings; analyze the impact of specific |including figurative, connotative, and technical meanings; analyze how an |

|word choices on meaning and tone, including words with multiple meanings or |author uses and refines the meaning of a key term or terms over the course of|

|language that is particularly fresh, engaging, or beautiful. (Include |a text (e.g., how Madison defines faction in Federalist No. 10). |

|Shakespeare as well as other authors.) | |

|5. Analyze how an author’s choices concerning how to structure specific parts|5. Analyze and evaluate the effectiveness of the structure an author uses in|

|of a text (e.g., the choice of where to begin or end a story, the choice to |his or her exposition or argument, including whether the structure makes |

|provide a comedic or tragic resolution) contribute to its overall structure |points clear, convincing, and engaging. |

|and meaning as well as its aesthetic impact. | |

|6. Analyze a case in which grasping point of view requires distinguishing |6. Determine an author’s point of view or purpose in a text in which the |

|what is directly stated in a text from what is really meant (e.g., satire, |rhetoric is particularly effective, analyzing how style and content |

|sarcasm, irony, or understatement). |contribute to the power, persuasiveness, or beauty of the text. |

|INTEGRATION OF KNOWLEDGE |INTEGRATION OF KNOWLEDGE |

|AND IDEAS |AND IDEAS |

|7. Analyze multiple interpretations of a story, drama, or poem (e.g., |7. Integrate and evaluate multiple sources of information presented in |

|recorded or live production of a play or recorded novel or poetry), evaluating|different media or formats (e.g., visually, quantitatively) as well as in |

|how each version interprets the source text. (Include at least one play by |words in order to address a question or solve a problem. |

|Shakespeare and one play by an American dramatist.) | |

|8. (Not applicable to literature) |8. Delineate and evaluate the reasoning in seminal U.S. texts, including the|

| |application of constitutional principles and use of legal reasoning (e.g., in|

| |U.S. Supreme Court majority opinions and dissents) and the premises, |

| |purposes, and arguments in works of public advocacy (e.g., The Federalist, |

| |presidential addresses). |

|9. Demonstrate knowledge of eighteenth-, nineteenth- and |9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational |

|early-twentieth-century foundational works of American literature, including |U.S. documents of historical and literary significance (including The |

|how two or more texts from the same period treat similar themes or topics. |Declaration of Independence, the Preamble to the Constitution, the Bill of |

| |Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, |

| |and rhetorical features. |

|RANGE AND LEVEL OF TEXT COMPLEXITY |RANGE AND LEVEL OF TEXT COMPLEXITY |

|10. By the end of grade 11, read and comprehend literature, including stories,|10. By the end of grade 11, read and comprehend literary nonfiction in the |

|dramas, and poems, in the grades 11–CCR text complexity band proficiently, |grades 11–CCR text complexity band proficiently, with scaffolding as needed |

|with scaffolding as needed at the high end of the range. |at the high end of the range. |

|By the end of grade 12, read and comprehend literature, including stories, |By the end of grade 12, read and comprehend literary nonfiction at the high |

|dramas, and poems, at the high end of the grades 11–CCR text complexity band |end of the grades 11–CCR text complexity band independently and proficiently.|

|independently and proficiently. | |

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